Expected learning outcomes Materials required Key words/terms Previous Knowledge Warm up Teaching the lesson Lesson plan Chapter 1: Large Number Students should be able to: • count, read and write 5 or 6‐digit numbers • express 5 or 6‐digit numbers in expanded form • compare 5 or 6‐digit numbers, and arrange them in ascending and descending order • identify the predecessor and successor of a number • round off numbers up to 5‐ digits to the nearest 10, 100 or 1000 • read and write roman numbers up to 1000 place value mats, digit cards (0–9) abacus, expanded form, greatest, smallest, ascending, descending, successor, predecessor, odd, even 4‐digit numbers, place values—ones, tens, hundreds, thousands Write the following numbers on the board. 98, 98, 100, 10, 102 998, 999, 1000, 1001, 1002 9998, 9999, 10000, 10001, 10002 Ask the students to observe the pattern in the series of the number given above and share their observation with rest of the class. Focus their attention on the point that adding one to a number gives the next number and this is the pattern. Ensure that the students understand the system and pattern. Recall the previous concepts by asking the students to do the Let’s recall activity. Beyond 4‐digit numbers(Page 2): Demonstrate on the board using an addition sum that when 1 is added to 9999, it gives the smallest five digits 10, 000. Introduce the new value as ‘ten thousand’. Use a place value chart and revise all the place values. Repeat the procedure for 5‐digit numbers, 6‐digit numbers, 7‐ digit numbers. Face value and place value (Page 3): Explain the expanded form of number and how to determine the place value and face value of the number. Reading and writing large numbers (Page 4): The place value chart for 6‐digit numbers is introduced. Introduce the periods and the places. Explain how the value of each place increases as it moves from right to left. Point out the relationship between the different places as explained on page 4. Let the students practice the concept by solving the exercises given in Check What You Know 1.1. Comparing numbers(Page 6): Call students and ask them to explain how the numbers can be compared. Start with 3‐digit numbers and proceed to explain 4 and 5‐digits numbers. Write a list of 5 and 6 digit numbers on the board and ask the students to identify the biggest and smallest among them. Use this concept to explain the arrangement of numbers in ascending and descending order. Ask the students to do the Check What You Know exercise 1.2. Building numbers (Page 8): Write some digits on the board. Ask the students to form different numbers using the digits. Write their responses on the board. Select the least number from the responses. Explain to students that the least number from the given digits can be formed by arranging the digits in ascending order. Similarly, one can arrange numbers in descending order. Suggestions for follow up and further activities Estimation (rounding off numbers) (Page 9): Explain the steps of rounding off the numbers to nearest 10, 100 and 100 Ask the students to do Check What You Know 1.4. Indian and International system of numeration (Page 11): Write a news headline which may have a numbers written in the Indian and international system on the board. Bring the two types of place value charts in the class and explain Indian and international; system of numeration. Give real life examples to show where these are used. Ask the students to do the exercises in the Check What You Know section 1.5. Roman numerals(Page 12): Introduce the Roman numbers one by one. Ask the students to do the exercises in the Check What You know 1.6. Let the students explore the things in the day to day life and identify the 5‐digit and 6‐digit numbers in them. Discuss the use of large numbers in the daily life. Cut out 5‐ or 6‐digit numbers from the newspaper. Make a collage of these numbers and write the number name, successor, predecessor, expanded form etc. Divide the class into groups. Distribute a place value mat and a set of digit cards (0‐9) to each group. Instruct the students to pick one number card each and place them anywhere on the place value mat to form a 5 or 6‐digit number. You can ask the students to read aloud the number, write its number name, give its successor or predecessor, write the number in expanded form etc. You can help the students revise all the number concepts through this activity in a fun manner. The worksheet has MCQs, HOTS questions and a fun activity. Most of these questions involve thinking and cannot be correctly answered if children have not understood the concepts. The worksheet therefore can be used to assess if the children have understood the necessary concepts and can apply the knowledge and skills gained. Practise time